### Abstract

Original language | English |
---|---|

Pages (from-to) | 56-60 |

Number of pages | 5 |

Journal | Utah Mathematics Teacher |

Volume | 8 |

Publication status | Published - 2015 |

Externally published | Yes |

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### Cite this

*Utah Mathematics Teacher*,

*8*, 56-60.

}

*Utah Mathematics Teacher*, vol. 8, pp. 56-60.

**Why should students know basic math facts? Because multiplication fact skills predict grades in college math courses.** / Callow-Heusser, Cathy; Bagley, Jason; Watts, Christina.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Why should students know basic math facts? Because multiplication fact skills predict grades in college math courses

AU - Callow-Heusser, Cathy

AU - Bagley, Jason

AU - Watts, Christina

PY - 2015

Y1 - 2015

N2 - We can’t tell you how many times we’ve heard, “What do you mean I can’t use a calculator in this class?” while teaching developmental (previously called remedial) math classes at Utah State University (USU). Unfortunately for students, most of our higher education campuses in Utah do not allow calculators in developmental math courses—those courses below College Algebra (Math 1050). Yet, in Utah and nationwide, about 70% of students enrolling in college are required to start with developmental math courses, and pass rates in these courses are abysmal--estimated to be about 50-60% (Cutler, 2009; Twigg, 2007). Sadly, only 1 in 4 students who take developmental math courses graduates from college (Bailey, 2009). While many factors lead to this high failure rate, ensuring success with basic math facts may be one important first-step to success.

AB - We can’t tell you how many times we’ve heard, “What do you mean I can’t use a calculator in this class?” while teaching developmental (previously called remedial) math classes at Utah State University (USU). Unfortunately for students, most of our higher education campuses in Utah do not allow calculators in developmental math courses—those courses below College Algebra (Math 1050). Yet, in Utah and nationwide, about 70% of students enrolling in college are required to start with developmental math courses, and pass rates in these courses are abysmal--estimated to be about 50-60% (Cutler, 2009; Twigg, 2007). Sadly, only 1 in 4 students who take developmental math courses graduates from college (Bailey, 2009). While many factors lead to this high failure rate, ensuring success with basic math facts may be one important first-step to success.

UR - http://www.utahctm.org/uctm-journal.html

M3 - Article

VL - 8

SP - 56

EP - 60

JO - Utah Mathematics Teacher

JF - Utah Mathematics Teacher

ER -